Implementing a system of NVQs within the secondary school system

1. Trinidad & Tobago Implementing a system of NVQs within the secondary school system Partnership with: T&T Ministry of Education, CXC, OAS, CARICOM, CANTA & NTATT Linking School to Work…

2. Proposed System… Rationalization of Specialized Craft in Secondary Schools Current Scenario… ISSUES for FULL IMPLEMENTATION

3. Current Scenario: Education & Training Ministry of Education Industry MSTTE University Employers to recognize qualifications TTNVQ Level 5 University of Trinidad & Tobago TTNVQ Level 4 A’ Levels TTNVQ Level 3 COSTATT MIC NESC Academic (O’ Levels) TTNVQ Level 2 HYPE SCS SEMP High Schools Government Denominational Composite Senior Comprehensives Junior Secondary TTNVQ Level 1 Servol YTEPP YDACs Training Providers – To Be Rationalized Secondary Primary Early Childhood Care and Education

4. Rationalization of Specialized Craft in Secondary Schools Present Scenario: Weaknesses in the TVET Delivery System Position Paper 1 - January 2003 • Absence of reliable Labour Market Information • Deficiencies among teachers in their specialist areas • Inadequate equipment & facilities • Shortage of consumables • Premature and narrow specialization for 14+ students • Lack of basic literacy & numeracy proficiency • Largely theoretical assessment process • Absence of career guidance and counseling

5. TVET Challenges we want to get rid of… • Mismatch of Training • Proliferation of Qualifications, many of which are not benchmarked against International Standards • Insufficient preparation for entry into the world of work • Disregard of a student’s previous knowledge and skills towards a formal qualification • Poor image and status associated with Technical Vocational Education & Training (TVET) • Lack of Progression and Articulation in TVET - locally, regionally and internationally

6. What is the NVQ/CVQ? The NVQ/CVQ is a competence-based qualification developed from industry set, regionally approved occupational standards. It contains core modules for Workplace Health & Safety and Attitudinal assessments. Can be Assessed via: • Observation • Oral questioning • Written testing • Appraisal of a portfolio • Product / Presentation

7. National Occupational Standards[NOS]… • Competencies required for effective workplace performance • Benchmarked against International Standards including those in the UK, Canada and Australia • Produced in collaboration with industry experts & professionals • NTATT Formed seven (7) Industry Training Organizations made up of Employers in sectors of: • Agriculture • Air Conditioning & Refrigeration • Construction • Energy • Information Technology • Tourism & Hospitality • Food & Beverage

8. Structure of theNational Occupational Standards [NOS] Occupational Area (not trade) • Units - Reflect the function or duty within the occupational area • Elements - Reflect the tasks to accomplish the duty • Performance Criteria - describe critical outcomes which have to be achieved and the standard of performance required • Range Statement - situations that candidates must demonstrate competence • Knowledge and Understanding - the underpinning principles of their performance Certifiable

9. Example of a National Occupational Standard TITLE: Blue Print Reading UNIT: Prepare Sketches & Drawings ELEMENT: Draw two-dimensional sketches Performance Criteria: Select Materials, Label RANGE: Using Set Squares, 3H Pencils K&U: What are the drawing conventions?

10. Diagram - NOS Construct CVQ Units Units Units Elements Elements Performance Criteria 1 Performance Criteria 2 Range / Knowledge & Understanding

11. Curriculum Construct – Example of FT in T&T • Activity: TT Post would like to sell mail boxes to home owners. You are required to design and build a Post Box to cater for the needs of a typical family. • UNIT Awards: • Prepare sketches & drawings Blue Print Reading L1 • Make plate weld using Arc Weld Operations Welding L1 • Paint Finished Surface Painting L1 • Calculate Pricing Sales L1

12. Example: General Office Administration Level 1 CVQ

13. Example: General Construction Level 1 CVQ

14. T&T Labour Market Demands… • Agriculture • Landscaping • Grow Box • Nursery Operations • Aquaculture • Ornamental • Information Technology • Application Skills • Using Multimedia • Computer Repair • Energy • Health & Safety • Welding \ Fabrication • Electrical • Transport • Auto Mechanics • Auto Electrical • Air Conditioning • Construction • Masonry • Technical Drawing • Carpentry • Wood-working • Hospitality • Food Preparation • Cake Baking • Waitering • House Keeping

15. Articulation of Qualifications within the CVQ Framework (e.g.) Where can you go from here? - UWI/UTT - COSTATT [JSDTI, SFTI], NSDP - 6th & 7th Year Apprenticeship - Secondary Education

16. A Seamless Education & Training System Work Tertiary (UWI) Post Secondary (Technical Institutes) Work CVQ L3 CVQ L2 CVQ L1 GCE/ Cape A’ Level CVQ L2 Form 6 Work Apprenticeship CXC O’ Level Academic CVQ Level 1 Form 5 Units Level 1 [Introductory] Form 4 Forms 1-3 Education System School to School Training System School to Work

17. Example of Student Articulation… 6th & 7th Year Landscaping L2 COSTATT/UTT Networking L2 UTT / SBCS Auto Mechanic L2 VMCOTT Joinery L2 OWN BUSINESS Chef L2 TTHTI

18. What will the CVQ Offer the Student? • A broad-based preparation for employment • Alternative route to further / higher education • Parallel standing with academic qualifications • At same level • Will complement the academic track • Apprenticeship with real World of Work experience • Recognized & Portable Qualification in CARICOM / Rest of the World

19. Aligning Roles – CVQ Implementation Education System • Teacher • Head of Department • Curriculum Officer NVQ System • Assessor • Internal Verifier • External Verifier/Industry Expert

20. Role of the Ministry of Education… • Transforming the Standards into Curriculum • Equipping schools with the resources • Training and hiring of teachers • Defining schools curriculum

21. Role of CXC… • Audit and Review of the Training System • Assessment of the following… • Structure • Procedures • Standards of Practice for Centres & Verifiers • Appeals & Awards Mechanism • Training materials & resources • Assessors • Internal Verifiers • External Verifiers • Procedures for Selecting Training & Monitoring • Assessors • IVs/Evs

22. Role of CXC… • Recommending Quality Enhancement • Verification of Implementation [Random Sampling] • Sampling • Training Workshops • Annual Meeting with IVs & EVs for Feedback • Sample of Record Keeping • Documentation of Data Management (Security & Integrity) • Registration & Systems Development • Based on Technology Unit • Award of the CVQ/Statements • Participation in the Review of Project

23. Role of CANTA & COHSOD • Endorsement of New Occupational Standards • Uniformity of Regional Standards/Agreement on Curriculum Documents (Document Process & systems) • Submission as a Regional Standard/Documentation to COHSOD/CARICOM

24. Role of Regional NTA… • Labour Market information to advise curriculum offerings and so focus these offerings to meet the demands of industry • Submitted current T&T Labour Market Reports • The development of National Occupational Standards with the local Industry Training Organizations (ITOs) to submit to CANTA

25. Role of Regional NTA… • Orient Curriculum Writers from MOE to use National Occupational Standards (NOS) to develop Curriculum documents for use in schools to award the CVQ • Document system of Training & Certification of Teachers/ Assessors • The training and certification of teachers as assessors/ verifiers to effect a competency based approach to TVET • Register employers with the National Apprenticeship Programme to provide opportunities for students to specialize in an occupational area. • Provide Facility & Equipment Standards

26. Role of Regional NTA… • Centre Approval of all schools that implement the CVQ. • Annual review by Industry through External Verification. • Database of all student competencies • Career Guidance • Yearly Review & Evaluation

27. Detailing - Quality Assurance Process • Linkage with Centres • Quality Enhancement • Training of Assessors & Verifiers • Certification of Assessors & Verifiers • QA Audits – ALL Schools • Record Keeping • Teacher Requirements • Facility Requirements • Centre Approval – ALL Schools • External Verification by Industry Secondary Schools MuST NESC TSTT THA OJT BPTT

28. The New TVET Environment • Increased access to TVET • Ensuring the transferability of credits – • Recognition by Training Providers & Employers • Life Long Learning • Competency Based Programmes • Informed by Labour Market ((Currency of Qualification)) • Benchmarked to International Standards/Practices - NOS • Regional Acceptance – Portable (CSME / CVQ) • Provide the required Core & Attitudinal Skills • Cater for students with special needs (literacy/disability) • Greater awareness & interest in TVET

29. KEN BOSTON Speech – How to draw Vocational Qualification into Secondary School • Stop talking as if it is something different… • Curriculum has its roots in industry… • Make it attractive for persons from industry to enter teaching workforce… • Must have new organizational requirements and operating models • Gov’t to recognize the need to draw more young people in TVET

30. THANK YOU…